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Validation of a Modified Experience Sampling Methodology to Assess Academic Impairment in College Students with ADHD.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Validation of a Modified Experience Sampling Methodology to Assess Academic Impairment in College Students with ADHD./
作者:	Jaffe Sass, Aliza R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	127 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Clinical psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28541520
ISBN:	9798535531625

Validation of a Modified Experience Sampling Methodology to Assess Academic Impairment in College Students with ADHD.
Jaffe Sass, Aliza R.

Validation of a Modified Experience Sampling Methodology to Assess Academic Impairment in College Students with ADHD. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 127 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--Lehigh University, 2021.

This item must not be sold to any third party vendors.

Students with attention-deficit/hyperactivity disorder (ADHD) experience persistent academic impairments throughout childhood, with continued impairment into and through college. Current measures of functional impairment in this population may not be adequate to precisely capture the degree to which impairments affect daily academic performance across time. The purpose of this study was to examine the validity of modified experience sampling methodology (mESM) in assessment of academic impairment in a sample of college students with (n = 228) and without (n = 228) ADHD, when controlling for psychiatric comorbidity and medication usage. Hierarchical linear modeling, as well as a series of hierarchical regressions suggest that mESM data discriminate between students with and without ADHD in Year 1 of college, concur with self-reports of academic performance in that same year for students with ADHD, and predict academic performance of these students in the following year of college. These results suggest that mESM may be a concise and feasible method to measure academic functioning at the point of performance relative to more common methods that involve retrospective and cumulative surveys to understand academic performance in college students with ADHD.

ISBN: 9798535531625Subjects--Topical Terms:

524863
Clinical psychology.
Subjects--Index Terms:

ADHD

Validation of a Modified Experience Sampling Methodology to Assess Academic Impairment in College Students with ADHD.
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